Using Critical Praxis to Understand and Teach Teamwork

Seibold, David R.; Kang, Paul

doi:10.1177/1080569908325859

Cited by 9 publications

(7 citation statements)

References 11 publications

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“…Recent literature forecasts the success of teamwork when grounded in: critical pedagogy (Ding and Ding, 2008;Keyton and Beck, 2008;Kolb et al, 2008;Seibold and Kang, 2008), practices of team development (Bushe and Coetzer, 2007;Frederick, 2008;Kriflik and Mullan, 2007;Staggers et al, 2008;Scott-Ladd and Chan, 2008;Tuckman, 1965) and preliminary explicit generic skills teaching (Kriflik and Mullan, 2007). However, Scott-Ladd and Chan (2008, p. 234) maintain that there is still a gap in research in the area of "giving students practical skills for building team cohesion and managing team processes".…”

Section: Valid Assessmentmentioning

confidence: 99%

Teamwork: effectively teaching an employability skill

Riebe

Roepen

Santarelli

et al. 2010

Education + Training

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Purpose -The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach -A three-phase approach to teaching teamwork was introduced. Tuckman's model of team development was explicitly taught and used as the conceptual framework for the student teamwork process. Assessments were constructively aligned to address team skills and engage students in team processes. A questionnaire was developed to guide team member expectations of teamwork. Two online surveys tracked the development of student team skills and were used in feedback loops for student learners and facilitators. The use of reflective weblogs provided insights to student perspectives. Findings -Student engagement in teamwork was aided by the use of team surveys to assist students to explicitly make connections with the generic skills underpinning effective teamwork and a questionnaire to establish team norms. The teaching strategies employed developed a greater level of awareness in students, contributing to the development of their team skills. Practical implications -The student experience of working in teams can be enhanced by providing a clear, conceptual framework for developing team skills. The teaching practices implemented can be replicated and address student perceptions of working in teams in order to effect positive change and develop transferable team skills. Originality/value -The case study highlights the applicability of explicitly teaching team skills to positively enhance the student experience in a unique generic skills programme.

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Section: Valid Assessmentmentioning

confidence: 99%

Teamwork: effectively teaching an employability skill

Riebe

Roepen

Santarelli

et al. 2010

Education + Training

View full text Add to dashboard Cite

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“…Rarely do business teams get to choose their teammates. Lastly, these fundamentals resolve the critical praxis suggested by Seibold and Kang (2008), "teaching a process involving a continuous relationship between practice and reflexivity".…”

Section: Discussionmentioning

confidence: 85%

The Fundamentals And Fun Of Electronic Teamwork For Students And Their Instructors

Mueller¹

2012

AJBE

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This paper reviews and integrates best practices for online teamwork for students and instructors from current and classical literature as well as the authors own six years of online teaching experience (over 40 online courses). A qualitative reflection of six graduate and six undergraduate courses in management, human resource management and organizational development using student teams via the internet were used in this study. An updated model of Tuckmans (1965) team development process is offered. Additional reflection on the use of confidential, student peer ratings are given. Samples of student feedback on the team experience in their courses are summarized along with lessons learned for the instructor and the student.

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“…Students report that they enjoyed working as a team (often for the first time ever). With true teamwork often fostering stronger interpersonal relationships (Seibold & Kang, 2008), they also often expect to remain in contact with their group members beyond the class.…”

Section: Discussionmentioning

confidence: 99%

Habermas to the Rescue

Gareis

2010

Business Communication Quarterly

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Baruch College/CUNYGROUP WORK IS an integral part of many courses in business communication programs. Benefits are numerous: Students can develop projects more comprehensively, hone their interpersonal skills, be exposed to other points of view, gain insight into group dynamics, and become prepared for teamwork in their careers (Mello, 1993). Nevertheless, students often report negatively on their group experiences, citing process problems (including freeloading by fellow students and concomitant unfair grading) or personal difficulties (such as speaking anxieties and fear of conflict) (Burdett, 2003;Giordano & Hammer, 1999;Schullery & Gibson, 2001). To address these issues, I have found a two-pronged approach successful. The approach combines Habermas' ideal speech situation theory with strategies borrowed from cooperativelearning methodology.

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Using Critical Praxis to Understand and Teach Teamwork

Cited by 9 publications

References 11 publications

Teamwork: effectively teaching an employability skill

Teamwork: effectively teaching an employability skill

The Fundamentals And Fun Of Electronic Teamwork For Students And Their Instructors

Habermas to the Rescue

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